An experimental research output emphasizing blended learning.

1. A HYBRID TRAINING IN
TEACHER EDUCATION
TOWARDS KNOWLEDGE
DEEPENING
Dave E. Marcial
College of Computer Studies,
Silliman University
Dumaguete City, Negros
Oriental, Philippines
demarcial@su.edu.ph
Dae P. Habalo
College of Computer Studies,
Foundation University
Dumaguete City, Negros
Oriental, Philippines
dae.habalo@foundationu.com

2. • is derived from two words, blend and learning. The word blend means combining
things and learning denotes an assimilation of new knowledge (Olivier, 2011)
• mixes various event-based activities, including face-to-face classrooms or
traditional instructor-led training, live e-learning such as online conferencing or
training, and self-paced learning. (Singh, 2003)
• blended or what is also termed hybrid learning has courses where 30 to 79% of
the content is delivered online(Allen, Seaman and Garrett, 2007)
Introduction

3. • Commission on Higher Education (CHED) established a network called
Philippine Higher Education Research Network (PHERNet)
• Composed of 10 private and public universities in the Philippines
• Silliman University is a member institution because of its track record in
research and development
• PHERNet is tasked to conduct a research on the priority areas under the
National Higher Education Research Agenda 2, in which, education and
information technology are among the said priority research areas
Introduction

4. Silliman University
Research and
Development Center
and
College of Computer
Studies
benchmarking
training
technology
development
evaluation
Introduction
Training phase

5. Phase 1: assess the landscape of the ICT in the teacher education programs in region 7
using the international and national competency standards
Phase 2: offer ICT competency enhancement training program among the pilot group
of teachers in the teacher education program in region 7
Phase 3: develop two tools for teachers in the education program, these are: portable
learning management system and a mobile application for teacher educators
Phase 4: measure the competency among the respondents after the competency
enhancement training
Introduction

6. Two sub-phases: face-to-face and
blended
• Phase 1 training was conducted
in May, 2013
• Phase 2 6-month blended
learning was conducted in June
to November 2013 (training is
delivered in face-to-face and
virtual or online)
Introduction

7. • increase the ability of the teachers to add value to economic
output by applying knowledge of school subjects, to solve
complex problems encountered in the real world situations
of work and life
• enhance skills of trainees in ICT in relation to all aspects of
their teaching responsibilities: policy, curriculum and
assessment, pedagogy, organization and administration, and
teacher professional development
Training Program

8. • A need-based training module (organized by topic, objective,
resources, and weekly activities) was designed, and it was
based on the result of the region-wide assessment
conducted in April, 2013
• 15 topics that include skills development in the knowledge
deepening level as described by UNESCO
• Each topic was delivered in an average of one week –
• activity which is to be performed and submitted by the trainees via
submission link provided in the learning management system.
Training Program

9. • The online or virtual component
of the blended learning was
delivered through the learning
management system of Silliman
University as the host university
• Training resources posted
• 60 teacher educators invited and
registered in SOUL
Training Program

10. • A Facebook group was also
created to supplement the
delivery of the online or
virtual training
• announcements and
reminders were posted
Training Program

11. • Weekly reminders were also
sent through mobile SMS.
• technical support was
provided 24/7 via email and
mobile communication
Training Program

12. • Face-to-face meeting and training was conducted to supplement the
online training
• Two-day activity on September 13-14, 2013:
• review and feed-backing of the previous topics as well as completion of the previous
online activities
• overview and introduction of the remaining topics
• trainees created their own educational website using the free website-
www.education.weebly.com
Training Program

13. Profile
Batch of Trainees
TotalNegros
Oriental
Cebu Bohol
f % f % f % f %
Sex
Male 8 50.0 6 21.4 8 50.0 22 36.7
Female 8 50.0 22 78.6 8 50.0 38 63.3
Total 16
100.
0 28 100.0 16 100.0 60 100.0

14. Profile
Batch of Trainees
Total
Negros Oriental Cebu Bohol
F % f % f % f %
Age
21 – 30 2 12.5 8 28.6 10 16.7
31 – 40 7 43.8 8 28.6 5 31.3 20 33.3
41 – 50 4 25.0 2 7.1 1 6.3 7 11.7
> 51 2 12.5 3 10.7 3 18.8 8 13.3
No Answer 1 6.3 7 25.0 7 43.8 15 25.0
Total 16 100.0 28 100.0 16 100.0 60 100.0

15. Profile
Batch of Trainees
Total
Negros Oriental Cebu Bohol
F % f % f % f %
Number of
years in
teaching
< 4 1 6.3 11 39.3 2 12.5 14 23.3
4 – 6 2 12.5 4 14.3 3 18.8 9 15.0
7– 9 3 18.8 1 3.6 1 6.3 5 8.3
10 – 15 2 12.5 3 10.7 2 12.5 7 11.7
16 – 20 3 18.8 0.0 1 6.3 4 6.7
21 2 12.5 6 21.4 1 6.3 9 15.0
No Answer 3 18.8 3 10.7 6 37.5 12 20.0
Total 16 100.0 28 100.0 16 100.0 60 100.0

16. Profile
Batch of Trainees
Total
Negros Oriental Cebu Bohol
f % f % f % f %
Status
Single 6 37.5 12 42.9 1 6.3 19 31.7
Married 9 56.3 12 42.9 10 62.5 31 51.7
Widowed 0.0 1 3.6 1 6.3 2 3.3
No Answer 1 6.3 3 10.7 4 25.0 8 13.3
Total 16 100.0 28 100.0 16 100.0 60 100.0

17. Profile
Batch of Trainees
TotalNegros
Oriental
Cebu Bohol
f % f % f % f %
Highest
Educational
Attainment
Bachelor 4 25 5 19 9 14.7
Master’s Degree 7 43.8 5 19 4 33 16 32.1
Doctoral/PhD 3 18.8 5 19 8 12.7
No Answer 2 12.5 11 42 8 67 21 40.5
Total 16 100 26 100 12 100 54 100.0

18. ICT Profile
Batch of Trainees
TotalNegros
Oriental
Cebu Bohol
f % f % f % f %
Technology Ownership
Desktop 11 68.8 20 76.9 7 58.3 38 68.0
Smart phone 4 25.0 16 61.5 4 33.3 24 39.9
Tablet 5 31.3 4 15.4 9 15.6
Notebook/Laptop 13 81.3 23 88.5 8 66.7 44 78.8

19. ICT Profile
Batch of Trainees
TotalNegros
Oriental
Cebu Bohol
f % f % f % f %
Internet Connectivity in School
Yes 16 100.0 22 78.6 11 68.8 49 81.7
No 3 10.7 1 6.3 4 6.7
No Answer 3 10.7 4 25.0 7 11.7
Total 16 100.0 28 100.0 16 100.0 60 100.0

20. ICT Profile
Batch of Trainees
TotalNegros
Oriental
Cebu Bohol
f % f % f % f %
Internet Connectivity at Home
Yes 9 56.3 15 53.6 5 31.3 29 48.3
No 3 18.8 4 14.3 4 25.0 11 18.3
No Answer 4 25.0 9 32.1 7 43.8 20 33.3
Total 16 100.0 28 100.0 16 100.0 60 100.0

21. ICT Profile
Batch of Trainees
TotalNegros
Oriental
Cebu Bohol
f % f % f % f %
Email Ownership
Yes 14 87.5 26 92.9 12 75.0 52 86.7
No 2 12.5 2 3.3
No Answer 0.0 2 7.1 4 25.0 6 10.0
Total 16 100.0 28 100.0 16 100.0 60 100.0

22. ICT Profile
Batch of Trainees
Total
Negros Oriental Cebu Bohol
f % f % f % f %
Number of times in opening email
account
At least once a day 7 43.8 15 53.6 2 12.5 24 40.0
At least once a week 2 12.5 9 32.1 5 31.3 16 26.7
At least once a month 2 12.5 2 7.1 3 18.8 7 11.7
At least once a semester 1 6.3 0.0 1 6.3 2 3.3
At least once in a SY 4 25.0 0.0 1 6.3 5 8.3
No Answer 0.0 2 7.1 4 25.0 6 10.0
Total 16 100.0 28 100.0 16 100.0 60 100.0

23. In this training, the success level is measured in four different models:
1. Retention rate
2. Constructivist On-Line Learning Environment Survey (COLLES)
3. Online Environment Evaluation (OEE) Model
4. New World Kirkpatrick Model
Methods

24. - is computed by getting the total number of registered trainees
divided by the number of trainees who were successfully completed
the training
Methods

25. - measures the learners’ perceptions of both their preferred and actual online
training environments. COLLES evaluation was adopted and done virtually
through SOUL.
- is composed of an economical 24 statements grouped into six elements:
relevance, reflection, interactivity, tutor support, peer support, and
interpretation.
- Each of elements is designed to assess the quality of the online training
environment.
- comprises a five-point Likert-type response scale
Methods

26. - aims to measure the effectiveness of the online training course
based on the principles of online design
- OEE questionnaire is adapted from the online course evaluation
published on the website of Florida Gulf Coast University and the
University of New South Wales
- it comprises of 37 questions grouped into four elements:
- instructional design elements, interaction and feedback, course management, and
technical support
Methods

27. - The second part of OEE questionnaire is composed of 7 open-
ended questions to allow the trainees provide qualitative feedback
and assessment.
Methods

28. - is among the popular training evaluation model, the Kirkpatrick
Model (KM); developed in 1950s and presently clarified with the
New World Kirkpatrick Model.
- There four (4) levels of evaluation (Kirkpatrickpartners.com):
- Level 1: reaction in terms of satisfaction, engagement and relevance
- Level 2 is learning in terms to the degree that participants acquire the intended
knowledge, skills, attitudes, confidence and commitment based on their participation
in a training activity.
- Level 3 the degree that participants apply what they learned during training when
they are back on their work
- Level 4 is the results in terms of the degree of targeted outcomes occur as a result of
the training event and subsequent reinforcement
Methods

29. Results and Discussion
• Profile of the trainees
who successfully
completed the training
Profile
Provinces
Total
Bohol Cebu Negros Oriental
f % f % f % f %
Sex
Female 4 26.67 5 33.33 1 6.67 10 66.67
Male 2 13.33 1 6.67 2 13.33 5 33.33
Total 6 40.00 6 40.00 3 20.00 15 100.00
Status
Single 0 0.00 5 33.33 1 6.67 6 40.00
Married 6 40.00 1 6.67 2 13.33 9 60.00
Total 6 40.00 6 40.00 3 20.00 15 100.00
Age
19 -40 2 13.33 5 33.33 2 13.33 9 60.00
41 - 65 4 26.67 1 6.67 1 6.67 6 40.00
Total 6 40.00 6 40.00 3 20.00 15 100.00
Highest Educational
Attainment
BS 0 0.00 4 26.67 1 6.67 5 33.33
MA/MS 4 26.67 3 20.00 2 13.33 9 60.00
PHD/Doctorate 1 6.67 0.00 0.00 1 6.67
Total 5 33.33 7 46.67 3 20.00 15 100.00
Type of HEIs
Public 2 0.00 0.00 2 13.33 4 26.67
Private 4 13.33 6 40.00 1 6.67 11 73.33
Total 6 26.67 6 40.00 3 20.00 15 100.00
15

30. Results and Discussion
• Summary of the
Constructivist Online
Learning Environment
Survey Result
Elements
Preferred Actual
x̄ Description x̄ Description
Relevance 4.60 Almost
Always
4.84 Almost Always
Reflective thinking 4.29 Almost
Always
4.74 Almost Always
Interactivity 4.27 Almost
Always
4.53 Almost Always
Tutor support 4.48 Almost
Always
4.73 Almost Always
Peer support 4.09 Often 4.38 Almost Always
Interpretation 4.46 Almost
Always
4.63 Almost Always
Aggregate Mean 4.37 Almost
Always
4.64 Almost Always

31. Results and Discussion
• Summary of the Online
Environment Evaluation
Result
Summary x̄ Description
Instructional elements 4.85 Almost Always
Interaction and feedback 4.91 Almost Always
Course management 4.91 Almost Always
Technical support 4.96 Almost Always
Aggregate Mean 4.91 Almost Always

32. Results and Discussion
• Summary of the Training
Evaluation Result
Summary x̄ Description
Reaction 3.96 Strongly Agree
Learning 3.84 Strongly Agree
Behavior 3.86 Strongly Agree
Results 3.93 Strongly Agree
Aggregate Mean 3.90 Strongly Agree

33. • course is very accessible
• access became limited due to lack of electricity caused by the recent
calamity
• specifically highlighted the Silliman University Online Learning as a
primary wheel to complete the tasks
• could not access the instructions of the exercises
Results and Discussion

34. • course materials and activities are very helpful in their teaching
profession
• very helpful in comprehending the course at their own pace
Results and Discussion

35. • very overwhelming
• kindness and unlimited support from the staff and facilitators
• commended the unselfish efforts of the project leader
• thankful for the support from CHED for food and accommodation,
however, due to the recent calamity he is hoping for transportation
assistance
Results and Discussion

36. • activities used in the online course are helpful
• thought-provoking yet realistic and can be replicated in their
classroom
• the isnstructions are very clear, and links to online resources provide
them further opportunity to explore the internet thereby enhancing
their skills
• activities are quite rigid
Results and Discussion

37. • apply what they have learned from the course to their own classroom
• implemented their learning in the Educational Technology class by the
second semester of the school year 2013 – 2014
• imparted their own experience to their respective students
• experience of the course is vital for the lifelong learning of his students by
teaching them how to create an email account
• motivated to grow in their profession and enhance pedagogical approach
through ICT integration
• interests in developing a website are materialized and has been
successfully integrated in their subject area
Results and Discussion

38. • website design and development
• effective utilization of technology throughout the course and the
exceptional training materials
• extraordinary effort of project leader, trainers and the entire
organizing team plays an important role in the completion of the
course
• timely feedback coupled with reflection and sharing of ideas
Results and Discussion

39. • providing the trainees with appropriate technology or gadget
• frequent updates and collaboration would keep them abreast with
the new ICT approaches in their classroom
• needs assessment to be conducted to gauge his knowledge on ICT
• training should be continuous and basics of HTML should be included
• the course is designed to provide a holistic improvement for
Education teachers like them
Results and Discussion

40. • proudly expressed their gratitude to be a pioneering member of the
renowned group - ICT4TED
• encouraged the project leader to continue his advocacy to promote quality
education most especially in the Education Technology subject
• the online course is a state of the art teaching-learning opportunity that
combats obsolete or traditional teaching methods
• undivided in showing their heartfelt gratitude to the project leader, CHED,
Silliman University, organizing team and other partner institutions for the
one of a kind training
Results and Discussion

41. Conclusion
First ever training that is delivered in a hybrid
method of learning
Remarkable and challenging experience not only
to the trainees but as well as to the organizers
The training is a huge success and the training
outcomes was highly achieved

42. Conclusion
Teachers widened their knowledge on integrating ICT
in the aspects of
• educational policy
• curriculum and assessment
• pedagogy
• tools
• organization and administration
• teacher professional development

43. Trainees must cascade their knowledge to their
students
Collaboration and partnerships with CHED and other
non-government agencies including private industries
must be designed or redesigned into the knowledge
creation approach
Recommendation

44. HEIs should consider giving incentives to teachers
who are trained in the use of ICT in the classroom
School leaders must continue in supporting the trained
educators and they should prioritize them in any ICT-
related endeavors such is ICT in education research,
instruction, community service-learning
Recommendation

45. Organizers must develop a continuing program to
ensure sustainability of the acquired skills
Training resources and weekly activities must be
reviewed to ensure scalability and adaptability of the
learning materials especially to those who are
challenged by internet connectivity
Recommendation

46. Conduct a study to know the barriers and
challenges in an online or hybrid method of learning
as perceived by those who did not complete the
training.
Recommendation